THE EFFECT OF USING DEDUCTIVE APPROACH TO THE STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION.
THE EFFECT OF USING DEDUCTIVE APPROACH TO THE
STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
DAHLIANA
Registration Number 2103321008
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the Most
Gracious and the Most Merciful, Allah SWT who always gives her the best of this
life that indeed there is no doubt about it and the blessings to the researcher so that
she can accomplish this thesis from the first page to the last page.
The writer would like to take her opportunity to express her deep and
sincere gratitude to the following:
Prof. Dr. Ibnu HajarDamanik, M.Si, as Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, as the Dean of Languages and Arts
Faculty.
and also her examiners.
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English Department
Dra. Meisuri, M.A, as the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education
Study Program.
Dra. Sortha silitonga, M.Pd, as her Academic Advisor.
Drs. Johan Sinulingga, M.Pd., her Thesis Consultant.
All Lecturers who have taught her in this English Department, for
giving knowledge, advices and amazing study experiences.
Ibrahim Arbi, S. Ag, S,Pd.I,as the Principal of SMP Cerdas Murni
Medan and the English Teacher for giving permission and helping the
writer to conduct this research.
Alm. H. Baharuddin Siregar and Hj. Yusniar Rambe, her beloved
parents, who always give her everlasting love, affection, prays and
hardworks.
M. Chairullah, Fatimah Pane, Patimah, Autad Ritonga, Rika
Darmayanti, Abdul Agus, Chairani, her beloved brothers and sisters
who always give her support and pray. Syifa Al-chair her lovely
nephew who always help her to finish her thesis.
ii
iii
TABLE OF CONTENTS
Pages
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT .........................................................................
ii
TABLE OF CONTENTS .........................................................................
iv
LIST OF TABLES ....................................................................................
vi
LIST OF APPENDICES ...........................................................................
vii
CHAPTER I: INTRODUCTION .............................................................
1
A. The Background of Study .............................................
1
B. The Problem of Study ....................................................
3
C. The Objective of Study ..................................................
3
D. The Scope of Study ........................................................
4
E. The Significance of Study ..............................................
4
CHAPTER II: REVIEW OF RIVIEW OF LITERATURE ..................
5
A. Theoretical Framework ..................................................
5
1. The Students’ Achievement .....................................
5
2. Reading ....................................................................
6
a. The Purpose of Reading.......................................
8
b. Reading Comprehension ......................................
9
c. Level Comprehension .........................................
10
3. Narrative Text .........................................................
11
a. Social Function ...................................................
12
b. Generic Structure .................................................
12
c. Grammatical Features of Narrative Text ............
13
4. Teaching Method ....................................................
14
5. Deductive Approach ...............................................
15
a. The Process of Deductive Approach ..................
18
iv
b. The Advantages and Disadvantages
Deductive Approach ...........................................
19
6. Discussion Method ..................................................
20
a. The Advantages .................................................
20
b. The Disadvantages ...........................................
21
B. Conceptual Framework .................................................
21
C. Hypothesis......................................................................
21
CHAPTER III: METHODOLOGY OF RESEARCH ...........................
23
A. Research Design.............................................................
23
B. Population and Sample ..................................................
23
C. The Instruments of Collecting Data ...............................
24
D. The Procedure of Research ............................................
25
E. Scoring of the Test ........................................................
29
F. The Validity and Reliability of The Test ......................
29
G. Technique for Analyzing Data .......................................
31
H. Statistical Hypothesis ....................................................
32
CHAPTER IV: DATA ANALYSIS AND DISCUSSION.......................
33
A. The Data .........................................................................
33
B. Data Analysis .................................................................
34
C. Testing Hypothesis.........................................................
36
D. Research Finding ..........................................................
37
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................
39
A. Conclusions ....................................................................
39
B. Suggestions ....................................................................
39
REFERENCES ...........................................................................................
41
v
LIST OF TABLES
Table 3.1 Research Design ......................................................................
23
Table 3.2Treatment for Experimental Group ..........................................
26
Table 3.3 Control Group ........................................................................
27
Table 3.4 Table of Specification ............................................................
30
vi
LIST OF APPENDICES
APPENDICES
Pages
A. The Scores of Pre Test and Post Test of Experimental Group ............. 43
B. The Scores of Pre Test and Post Test of Control Group ...................... 44
C. The Scores of Reliability of the Test ................................................... 45
D. The Calculation of T-Test ................................................................... 47
E. T-Table Distribution ............................................................................ 50
F. Reading Test ........................................................................................ 51
G. Lesson Plans Experimental Group ...................................................... 59
H. Lesson Plans Control Group ............................................................... 78
vii
CHAPTER I
INTRODUCTION
A. Background of the Study
In line with the development of science and technology more rapidly,
especially in printing technology, the more information stored in the book. At all
levels of education, ability to read a scale of priorities that must be controlled by
students. By reading the student will receive a variety of information that
previously has not been obtained. The more reading the more information
obtained. Therefore, reading is a window of the world, anyone who opens the
window can see and know everything that happened. Both events happened in the
past, present, and even the future.
Many of the benefits gained from reading. Therefore, fitting the student to
do so on the basis of need, not because of coercion. If students are reading on the
basis of need, then he will get all the information he wants. But on the other hand,
if the students read on the basis of coercion, then the information he obtained
would not be maximal. Harris (1980: 22)
Reading is a complex ability. Reading is not the activities at the symbols
of written simply. The various capabilities deployed by a reader, so he was able to
understand the reading material. The reader is attempting to symbols that saw it
become the symbols are meaningful to him. Reading activities are also an activity
that is active speaking receptive. Active say, because in the reading actually
happened interaction between reader and writer, and said receptive, because the
1
2
reader acts as a recipient of the messages in a communication correlation between
writer and reader that is direct. Nunan (1991: 14)
For students, reading is not only a role in the subjects learned. But read
also play a role in knowing the various kinds of advances in science and
technology continue to grow. Through reading, advancement of science and
technology can be known and understood before it can be applied. Reading is one
of the four basic language skills, and is a part or component of communication.
Harmer (1992: 36)
Many students felt difficult in reading. They were not fluently in reading.
They also had limited vocabularies to understand the reading well. The deductive
approach is a solution to solve the problem because this method gives the right
ways to make students understand how to read well. In this method, the students
are given relevant information by teachers so they understand what the topic
found in the reading.
Language skills correlated with thought processes that underlie language.
so that there is a phrase, “language reflects one’s mind”. The more skilled a
person speaking, the more bright and clear way of thinking. Reading activities
need to get used early, ie starting from the child knows the letter. Make the
reading as a necessity and be fun for students. Reading can be done anywhere and
anytime as long as there is desire, passion, and motivation. If this is true, is
expected to read can be a part of life that can not be separated as a slogan that says
“no day without reading”.
3
This course requires persistence and continuous training to train the habit
of reading for reading skills, especially reading comprehension can be achieved.
The ability to read is the speed of reading and understanding all the contents.
Complaints about the low reading habits and reading skills at the level of
Junior High School (SMP), no negligence can be regarded as a teacher at the
school. But this must be returned back to the habituation to read when the students
are young yet. The role of the parents are more dominant in shaping the reading
habits of children. How could a child have a high reading habits while their
parents were never given an example and lead their children to get used to
reading. Because a child will be more interested and motivated to do something if
and provides examples, not just a theory or tells it. When the child enters school
age, then the teacher has a role in developing interest in reading which then can
improve students’ reading habits. Thus, parents and teachers share a very
important role in shaping and improving reading habits of children.
B. The Problem of the Study
Based on the background of the study, the research problem is formulated
as follows: “Is there any significant effect of using deductive approach on
students’ reading achievement in reading comprehension”?
C. The Objective of the Study
In line with the problem, the objective of the study is to find out the using
deductive approach on Student’s Achievement in Reading Comprehension.
4
D. The Scope of the Study
There are many genres of reading learn in the SMP (Junior High School)
such as recount, narrative, procedure, descriptive, spoof, report, hortatory
exposition and analytical exposition, news item, anecdote, explanation, discussion
and review. Specifically, this study will be focused on narrative text by applying
deductive approach.
E. Significance of the Study
This research findings are expected to be useful for:
1. To give input to teachers to apply deductive approach as a solution to
solve the problems found in reading comprehension.
2. The teachers to improve their ability in teaching reading by paying
more attention to the strategy of teaching reading.
3. The students help them in comprehending the text easily and to help
students sharing ideas or opinion related to the text.
4. The readers to update their information or knowledge about how to
improve reading skill and as a reference for those who are interested in
doing the related study, especially in reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis and discussion, the researcher
concludes that using Deductive Approach significantly affects the students’
achievement in reading narrative, since students’ achievement in reading
narrative text who taught by using Deductive Approach is higher than taught
by using Discussion. Therefore, the formulated hypothesis as “The students’
achievement taught by using Deductive Approach in reading narrative text is
higher than those taught by Discussion ” is accepted. This supported by the
data analysis results in which the t-observed (3.27) is higher than the t-table
(2.00) at the significant level of (0.05).
B. Suggestions
Based on the conclusion above, the researcher gives some suggestions
for those who are interested in teaching reading as follows:
1. English teachers are suggested to use Deductive Approach as a
technique in their teaching learning process in order to improve their
students’ achievement in reading narrative text.
2. Students are advised to have more practices in reading, since practice
makes perfect and applying this kind of technique in reading.
3. The researchers who are interested in doing a research related to this
study should explore the knowledge more to enlarge their
39
40
understanding about how to improve students’ achievement in reading
and search others references.
41
REFERENCES
Akhmad. 1996. Membaca, Jakarta: Cipta Karya.
Arikunto, Suharsimi. 1997. Prosedur : McGraw-Hil Penelitian Suatu Pendekatan
Praktek, Jakarta: Rineka Cipta.
Cooper, J. D. 1986. Improving Reading Comprehension. Boston: Houghtonmiffin
Company.
Harmer, Jerremy. 1992. The Practice of English Language Teaching. New York:
Longman, Inc.
Harris, Albert. J. 1980. How to Increase Reading Ability. New York: Longman,
Inc.
Henry Guntur Tarigan, 1979. Membaca Sebagai Suatu Keterampilan Berbahasa,
Bandung: Angkasa
Kridalaksana, Harimurti. 1984. Kamus Linguistik, Jakarta: Gramedia.
Mulyati, Yeti. 1997. Membaca, Jakarta: Cipta Karya.
Nunan, David. 1991. Language Teaching Methodology. New York: Prentice hall
Richards, J.C. 2002. Longman Dictionary of Language Teaching and Applied
Linguistics. London: Pearson Education
Singarimbun, Masri, and Sofyan Effendi, 2003. Metode Penelitian Survei, LP3S,
Jakarta
Slameto, 2003. Belajar dan Faktor-faktor yang Mempengaruhinya, Jakarta:
Rineka Cipta
Soedarso, 1989. Sistem Membaca Cepat dan Efektif, Jakarta: PT. Gramedia
Suhendar, M.E. dan Pien Supinah, 1992. Pengajaran dan Ujian Keterampilan
Membaca dan Keterampilan Menulis, Bandung: CV. Pionir Jaya
Sukardi, Dewa Ketut. 1987. Bimbingan Perkembangan Jiwa Anak, Jakarta:
Ghalia Indonesia.
Tampubolon, D.P. 1989. Kemampuan Membaca Teknik Membaca Efektif dan
Efisien, Bandung: Angkasa.
42
Tampubolon, D.P. 1991. Mengembangkan Minat dan Kebiasaan Membaca Pada
Anak, Bandung: Angkasa.
Yorkey, R.C. 1982. Study Skills for Students of English. Vermont
Richards, J.C. 1985. The context of Language Teaching. Cambridge University
Press. Sydney
http://e-englishlab.blogspot.com//2011/01/narrative-e.text.html
http://www.psb.org/content/blog/english-materials-reading-narrative
http: //storytell.blogspot.com/2010/09/contoh-narrative-text-hermit.html
STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
DAHLIANA
Registration Number 2103321008
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the Most
Gracious and the Most Merciful, Allah SWT who always gives her the best of this
life that indeed there is no doubt about it and the blessings to the researcher so that
she can accomplish this thesis from the first page to the last page.
The writer would like to take her opportunity to express her deep and
sincere gratitude to the following:
Prof. Dr. Ibnu HajarDamanik, M.Si, as Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, as the Dean of Languages and Arts
Faculty.
and also her examiners.
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English Department
Dra. Meisuri, M.A, as the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education
Study Program.
Dra. Sortha silitonga, M.Pd, as her Academic Advisor.
Drs. Johan Sinulingga, M.Pd., her Thesis Consultant.
All Lecturers who have taught her in this English Department, for
giving knowledge, advices and amazing study experiences.
Ibrahim Arbi, S. Ag, S,Pd.I,as the Principal of SMP Cerdas Murni
Medan and the English Teacher for giving permission and helping the
writer to conduct this research.
Alm. H. Baharuddin Siregar and Hj. Yusniar Rambe, her beloved
parents, who always give her everlasting love, affection, prays and
hardworks.
M. Chairullah, Fatimah Pane, Patimah, Autad Ritonga, Rika
Darmayanti, Abdul Agus, Chairani, her beloved brothers and sisters
who always give her support and pray. Syifa Al-chair her lovely
nephew who always help her to finish her thesis.
ii
iii
TABLE OF CONTENTS
Pages
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT .........................................................................
ii
TABLE OF CONTENTS .........................................................................
iv
LIST OF TABLES ....................................................................................
vi
LIST OF APPENDICES ...........................................................................
vii
CHAPTER I: INTRODUCTION .............................................................
1
A. The Background of Study .............................................
1
B. The Problem of Study ....................................................
3
C. The Objective of Study ..................................................
3
D. The Scope of Study ........................................................
4
E. The Significance of Study ..............................................
4
CHAPTER II: REVIEW OF RIVIEW OF LITERATURE ..................
5
A. Theoretical Framework ..................................................
5
1. The Students’ Achievement .....................................
5
2. Reading ....................................................................
6
a. The Purpose of Reading.......................................
8
b. Reading Comprehension ......................................
9
c. Level Comprehension .........................................
10
3. Narrative Text .........................................................
11
a. Social Function ...................................................
12
b. Generic Structure .................................................
12
c. Grammatical Features of Narrative Text ............
13
4. Teaching Method ....................................................
14
5. Deductive Approach ...............................................
15
a. The Process of Deductive Approach ..................
18
iv
b. The Advantages and Disadvantages
Deductive Approach ...........................................
19
6. Discussion Method ..................................................
20
a. The Advantages .................................................
20
b. The Disadvantages ...........................................
21
B. Conceptual Framework .................................................
21
C. Hypothesis......................................................................
21
CHAPTER III: METHODOLOGY OF RESEARCH ...........................
23
A. Research Design.............................................................
23
B. Population and Sample ..................................................
23
C. The Instruments of Collecting Data ...............................
24
D. The Procedure of Research ............................................
25
E. Scoring of the Test ........................................................
29
F. The Validity and Reliability of The Test ......................
29
G. Technique for Analyzing Data .......................................
31
H. Statistical Hypothesis ....................................................
32
CHAPTER IV: DATA ANALYSIS AND DISCUSSION.......................
33
A. The Data .........................................................................
33
B. Data Analysis .................................................................
34
C. Testing Hypothesis.........................................................
36
D. Research Finding ..........................................................
37
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................
39
A. Conclusions ....................................................................
39
B. Suggestions ....................................................................
39
REFERENCES ...........................................................................................
41
v
LIST OF TABLES
Table 3.1 Research Design ......................................................................
23
Table 3.2Treatment for Experimental Group ..........................................
26
Table 3.3 Control Group ........................................................................
27
Table 3.4 Table of Specification ............................................................
30
vi
LIST OF APPENDICES
APPENDICES
Pages
A. The Scores of Pre Test and Post Test of Experimental Group ............. 43
B. The Scores of Pre Test and Post Test of Control Group ...................... 44
C. The Scores of Reliability of the Test ................................................... 45
D. The Calculation of T-Test ................................................................... 47
E. T-Table Distribution ............................................................................ 50
F. Reading Test ........................................................................................ 51
G. Lesson Plans Experimental Group ...................................................... 59
H. Lesson Plans Control Group ............................................................... 78
vii
CHAPTER I
INTRODUCTION
A. Background of the Study
In line with the development of science and technology more rapidly,
especially in printing technology, the more information stored in the book. At all
levels of education, ability to read a scale of priorities that must be controlled by
students. By reading the student will receive a variety of information that
previously has not been obtained. The more reading the more information
obtained. Therefore, reading is a window of the world, anyone who opens the
window can see and know everything that happened. Both events happened in the
past, present, and even the future.
Many of the benefits gained from reading. Therefore, fitting the student to
do so on the basis of need, not because of coercion. If students are reading on the
basis of need, then he will get all the information he wants. But on the other hand,
if the students read on the basis of coercion, then the information he obtained
would not be maximal. Harris (1980: 22)
Reading is a complex ability. Reading is not the activities at the symbols
of written simply. The various capabilities deployed by a reader, so he was able to
understand the reading material. The reader is attempting to symbols that saw it
become the symbols are meaningful to him. Reading activities are also an activity
that is active speaking receptive. Active say, because in the reading actually
happened interaction between reader and writer, and said receptive, because the
1
2
reader acts as a recipient of the messages in a communication correlation between
writer and reader that is direct. Nunan (1991: 14)
For students, reading is not only a role in the subjects learned. But read
also play a role in knowing the various kinds of advances in science and
technology continue to grow. Through reading, advancement of science and
technology can be known and understood before it can be applied. Reading is one
of the four basic language skills, and is a part or component of communication.
Harmer (1992: 36)
Many students felt difficult in reading. They were not fluently in reading.
They also had limited vocabularies to understand the reading well. The deductive
approach is a solution to solve the problem because this method gives the right
ways to make students understand how to read well. In this method, the students
are given relevant information by teachers so they understand what the topic
found in the reading.
Language skills correlated with thought processes that underlie language.
so that there is a phrase, “language reflects one’s mind”. The more skilled a
person speaking, the more bright and clear way of thinking. Reading activities
need to get used early, ie starting from the child knows the letter. Make the
reading as a necessity and be fun for students. Reading can be done anywhere and
anytime as long as there is desire, passion, and motivation. If this is true, is
expected to read can be a part of life that can not be separated as a slogan that says
“no day without reading”.
3
This course requires persistence and continuous training to train the habit
of reading for reading skills, especially reading comprehension can be achieved.
The ability to read is the speed of reading and understanding all the contents.
Complaints about the low reading habits and reading skills at the level of
Junior High School (SMP), no negligence can be regarded as a teacher at the
school. But this must be returned back to the habituation to read when the students
are young yet. The role of the parents are more dominant in shaping the reading
habits of children. How could a child have a high reading habits while their
parents were never given an example and lead their children to get used to
reading. Because a child will be more interested and motivated to do something if
and provides examples, not just a theory or tells it. When the child enters school
age, then the teacher has a role in developing interest in reading which then can
improve students’ reading habits. Thus, parents and teachers share a very
important role in shaping and improving reading habits of children.
B. The Problem of the Study
Based on the background of the study, the research problem is formulated
as follows: “Is there any significant effect of using deductive approach on
students’ reading achievement in reading comprehension”?
C. The Objective of the Study
In line with the problem, the objective of the study is to find out the using
deductive approach on Student’s Achievement in Reading Comprehension.
4
D. The Scope of the Study
There are many genres of reading learn in the SMP (Junior High School)
such as recount, narrative, procedure, descriptive, spoof, report, hortatory
exposition and analytical exposition, news item, anecdote, explanation, discussion
and review. Specifically, this study will be focused on narrative text by applying
deductive approach.
E. Significance of the Study
This research findings are expected to be useful for:
1. To give input to teachers to apply deductive approach as a solution to
solve the problems found in reading comprehension.
2. The teachers to improve their ability in teaching reading by paying
more attention to the strategy of teaching reading.
3. The students help them in comprehending the text easily and to help
students sharing ideas or opinion related to the text.
4. The readers to update their information or knowledge about how to
improve reading skill and as a reference for those who are interested in
doing the related study, especially in reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis and discussion, the researcher
concludes that using Deductive Approach significantly affects the students’
achievement in reading narrative, since students’ achievement in reading
narrative text who taught by using Deductive Approach is higher than taught
by using Discussion. Therefore, the formulated hypothesis as “The students’
achievement taught by using Deductive Approach in reading narrative text is
higher than those taught by Discussion ” is accepted. This supported by the
data analysis results in which the t-observed (3.27) is higher than the t-table
(2.00) at the significant level of (0.05).
B. Suggestions
Based on the conclusion above, the researcher gives some suggestions
for those who are interested in teaching reading as follows:
1. English teachers are suggested to use Deductive Approach as a
technique in their teaching learning process in order to improve their
students’ achievement in reading narrative text.
2. Students are advised to have more practices in reading, since practice
makes perfect and applying this kind of technique in reading.
3. The researchers who are interested in doing a research related to this
study should explore the knowledge more to enlarge their
39
40
understanding about how to improve students’ achievement in reading
and search others references.
41
REFERENCES
Akhmad. 1996. Membaca, Jakarta: Cipta Karya.
Arikunto, Suharsimi. 1997. Prosedur : McGraw-Hil Penelitian Suatu Pendekatan
Praktek, Jakarta: Rineka Cipta.
Cooper, J. D. 1986. Improving Reading Comprehension. Boston: Houghtonmiffin
Company.
Harmer, Jerremy. 1992. The Practice of English Language Teaching. New York:
Longman, Inc.
Harris, Albert. J. 1980. How to Increase Reading Ability. New York: Longman,
Inc.
Henry Guntur Tarigan, 1979. Membaca Sebagai Suatu Keterampilan Berbahasa,
Bandung: Angkasa
Kridalaksana, Harimurti. 1984. Kamus Linguistik, Jakarta: Gramedia.
Mulyati, Yeti. 1997. Membaca, Jakarta: Cipta Karya.
Nunan, David. 1991. Language Teaching Methodology. New York: Prentice hall
Richards, J.C. 2002. Longman Dictionary of Language Teaching and Applied
Linguistics. London: Pearson Education
Singarimbun, Masri, and Sofyan Effendi, 2003. Metode Penelitian Survei, LP3S,
Jakarta
Slameto, 2003. Belajar dan Faktor-faktor yang Mempengaruhinya, Jakarta:
Rineka Cipta
Soedarso, 1989. Sistem Membaca Cepat dan Efektif, Jakarta: PT. Gramedia
Suhendar, M.E. dan Pien Supinah, 1992. Pengajaran dan Ujian Keterampilan
Membaca dan Keterampilan Menulis, Bandung: CV. Pionir Jaya
Sukardi, Dewa Ketut. 1987. Bimbingan Perkembangan Jiwa Anak, Jakarta:
Ghalia Indonesia.
Tampubolon, D.P. 1989. Kemampuan Membaca Teknik Membaca Efektif dan
Efisien, Bandung: Angkasa.
42
Tampubolon, D.P. 1991. Mengembangkan Minat dan Kebiasaan Membaca Pada
Anak, Bandung: Angkasa.
Yorkey, R.C. 1982. Study Skills for Students of English. Vermont
Richards, J.C. 1985. The context of Language Teaching. Cambridge University
Press. Sydney
http://e-englishlab.blogspot.com//2011/01/narrative-e.text.html
http://www.psb.org/content/blog/english-materials-reading-narrative
http: //storytell.blogspot.com/2010/09/contoh-narrative-text-hermit.html